Attachment 3 eMentor PWS.docx

Air Force Culture and Language Center eMentor Course Delivery and Management

Performance Work Statement (PWS)

As of 9 June 2020

PERFORMANCE WORK STATEMENT

1. Overview.

1.1. Client. Work is to be accomplished for the U.S. Air Force (USAF) Air University (AU) Air War College (AWC) Air Force Culture and Language Center (AFCLC), Maxwell Air Force Base (AFB), Alabama, herein referred to as the Client.

1.2. Program Description. eMentor courses assess, enhance, and sustain Airmen’s language skills over the course of their careers. Instruction is participant-centered and tailored to each Airman’s learning needs. Lesson content is infused with topics culturally relevant to regions where Airmen may be expected to operate seamlessly with air forces and populations around the world. Each course is designed to target growth in all four modalities (listening, speaking, reading, and writing), build cross-cultural knowledge, and enhance intercultural communication skills. The Client approves courses for the Total Force Airman - Active Duty, Reserve, Guard, or Civilian. Courses cater to dynamic operations tempos, enabling Airmen across time zones to take classes 24/7, at prearranged days and times. Courses are organized one-on-one or with groups of two-to-four students. eMentor online courses connect Airmen anywhere in the world synchronously with native language instructors, at times convenient for each Airman’s schedule.

1.3. Scope of Contract. Successful execution of this contract will be dependent upon the contractor’s ability to execute the following:

1.3.1. Recruitment, development, and management of a cadre of qualfied eMentor instructors (Section 3.4).

1.3.2. Instruction in 95 languages based on eMentor curricula with lessons tailored to Airmen’s individual developmental needs and in-class discussions adapted to their professional interests (paragraphs 3.1.3 – 3.1.4. and Sections 3.2. – 3.3.).

1.3.3. Use of a Learning Management System (LMS) to facilitate delivery of the eMentor curricula (Section 4).

1.3.4. Use of a Network that reliably supports in-class instructor and student usage (Section 4).

1.3.5. Student Scheduling Algorithm that can efficiently and effectively match instructors and students across a wide range of languages, proficiency levels, hours of availablity, and timezones, while meeting student throughput and grouping requirements (Section 5).

1.3.6. Weekly student Reports, formatted in accordance with (IAW) Language Enabled Airman Development Resource (LEADeR) interface requirements (Section 6).

1.3.7. Student throughput of 1,050 students, supported by 18,953 course hours (Section 8) with an ability to produce up to 280 additional students, supported by up to 5,320 additional course hours, if required, on an annual basis.

1.4. The contractor shall use existing, previously-developed commercial-off-the-shelf (COTS), Government-off-the-shelf (GOTS) technology or their own previously developed technology for the Virtual School (Section 4). This contract does not require the development and update of a separate student management system for use by the Client. In 2018, the Client implemented use of a government-owned LEADeR site that serves as the Client’s database for course management.

1.5. Terms of Contract. The contractor must have the processes and technology required to execute items 1.3.1. thru 1.3.7. operational and ready Day One of the contract’s Period of Performance (PoP) date; there will be no time for a contractor to recruit an instructor pool, devise a scheduling system, and develop a Virtual School once the PoP begins. On or before Day One, the Client will provide the contractor data on student course availability and the contractor will immediately begin matching instructors with approved students. The government will retain proprietary control of all classes, records and material, to include curriculum and participant assessments, created through this contract.

2. Program Background.

2.1. AFCLC. The AFCLC creates and executes Language, Regional Expertise, and Culture (LREC) programs for Total Force Airmen, and provides the Service with the subject matter expertise required to institutionalize these efforts. The AFCLC was founded at AU in April 2006, embracing the Air Force (AF) Chief of Staff's intention to improve Airmen's cross-cultural competence. In April 2007, the AF further demonstrated its commitment to culture learning by selecting cross-cultural competence as the centerpiece of AU's re-accreditation efforts. In December 2007, the Center was made responsible for culture and language training, as well as education, across the entire AF. In October 2009, the AF Senior Language Authority directed the AFCLC to initiate the Language Enabled Airman Program (LEAP), a career-spanning program to develop a cadre of Airmen across all specialties with working-level foreign language proficiency.

2.2. LEAP. LEAP is an AFCLC-managed, volunteer program open to Active Duty officer and enlisted Airmen & select Reserve officers in most Air Force Specialty Codes (AFSC). LEAP deliberately develops language enabled, cross-cultural Airmen across the General Purpose Force (GPF) with working level foreign language proficiency. With these skills, Airmen can better support the application of airpower through strengthening partnerships and interoperability. Selection to LEAP is based on AF language requirements and applicants’ potential to achieve higher levels of language proficiency.

2.2.1. Model. The LEAP model is designed to develop Airmen to an Inter-Agency Language Roundtable (ILR) Level 2+ or higher or a LEAP Level 3. The LEAP Level scale is the Client’s internal proficiency measurement that integrates Defense Language Proficiency Test (DLPT) and/or Oral Proficiency Interview (OPI) scores, eMentor scores, and regional experience survey. LEAP scholars who measure at a LEAP Level of 1 or 2 are considered “Developmental” and LEAP scholars who measure at a LEAP Level of 3 or 4 are considered “Enabled.” LEAP develops and sustains Airmen via a two-pronged system of recurring eMentor courses and periodic immersions.

2.2.2. The Client utilizes LEADeR to track Airmen’s development throughout their careers. LEADeR is a government-owned Java web application with an Oracle database and Weblogic application server. The LEADeR system, developed and maintained by Client staff, tracks demographics, foreign language proficiency scores, scheduled and completed courses, and training events. The site is accessible to personnel on AF military domain with a Common Access Card (CAC). The LEADeR system facilitates realtime training management interface between staff members, students, and external governmental training partners. The Client uses LEADeR to collect student course availability, manage approvals and disapprovals, generate reports, track course status, and oversee student attendance. In addition, the Client utilizes LEADeR’s automated e-mail feature to disseminate updates such as course approval/disapproval notifications.

3. eMentor Academic Requirements.

3.1. Curriculum. In 2013-14, the Client, in concert with the eMentor contractor, developed syllabi and lesson plans that align with ILR levels. Curricula is based on the “Twelve Domains of Culture” model’s universal categories of interaction and belief, integrated into all levels of LREC education and training.

3.1.1. Objective. The contractor will assist LEAP scholars in pursuit of gaining higher level language proficiency by providing 1) well-trained language instructors, 2) well-designed curricular materials, and 3) exposure to authentic language. Each course will maximize students’ exposure to and significant use of the target language. The overarching goal of the program is to instruct Airmen so that they may eventually attain and sustain a DLPT score of 2+/2+ or higher and an OPI score of 2+ or higher as defined by the ILR scale. For LEAP scholars who attain DLPT / OPI scores of 3 or higher, eMentors are charged with verifying these participants’ ILR skills levels through Advanced courses.

3.1.2. Approach. Instruction will be flexible and creative to meet the unique instructional needs of each student/group of students. At all levels of proficiency, level- and topic-appropriate lessons, materials and activities shall be utilized to generate as much uninhibited, spontaneous manipulation of the language as possible and to advance the students' proficiency in reading, listening, speaking, and writing. Culture will be integrated in language instruction in all phases of instruction. Language skills are to be developed in a context that includes the value systems, behavioral patterns, institutions, geography, and political, economic, and social systems of the areas where the target language is spoken. Instructors will encourage a learning environment where students are actively engaged in their individual learning growth/progression. During each session, instructors engage students in all four modalities, using interactive speaking, listening, reading, and writing activities.

3.1.3. Lessons. Each class session is guided by a 3-5 page lesson plan (Appendix 5) that covers the required objectives, recommended vocabulary, and suggested activities. Learning objectives focus on enabling the students to develop the language skills and actively engage with the skills. Within 15 days of the contract PoP date, the Client will provide the contractor English versions of all syllabi, and lesson plans.”

3.1.4. Materials. The contractor will update and/or develop classroom slides and activities in the target language that support each lesson plan. Curriculum design shall follow the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) Instructional System Design (ISD) model of training. The contractor will be responsible for ensuring that all lesson materials created for the Client follows this model. The contractor will not be reimbursed by the Client for purchasing commercially-produced materials, to include hardcopy or on-line textbooks, workbooks, dictionaries, etc., or for the creation of new material.

3.1.5. Assessment Scale. The eMentor model utilizes a unique 20-point assessment scale which results in a 20-point score for each modality – listening, reading, speaking, and writing, on a twenty-point scale that corresponds to the ILR scale. The contractor will utilize Client language assessment rubrics (Appendix 3).

3.2. Course Types. The contractor will facilitate four eMentor course types: Traditional courses, eMersion courses, Advanced courses, and Special Project courses. The Client reserves the right to modify parameters of the eMentor course offerings to include hours per week, attendance requirements, and course hour length, as required.

3.2.1. Traditional courses are designed to meet the learning needs of Airmen whose language skills approximate ILR level 0 thru 2+. Classes are typically held twice a week, for two hours a session, over the course of ten weeks, for a total of 40 hours. Courses provide in-depth language and cultural enhancement as well as instruction on military vocabulary and topics. Each ILR level of the course has a Module 1 and Module 2; each module is composed of 40-hours of instruction.”.

3.2.2. eMersion courses are designed to meet the learning needs of Airmen whose language skills approximate ILR level 1 thru 2+. These online courses prepare Airmen to maximize the educational outcomes and proficiency measurement of their two to three-week overseas language course immersion. The eMentor contractor will facilitate 12 eMentor course hours. Prior to the immersion, students will meet with their eMentor once a week for a two-hour session over four weeks. These pre-immersion sessions will prepare the student to get the most out of their immersion by addressing language learning techniques, identifying developmental goals, orienting to the target culture, and discussing the destination country’s military and political systems. Following the immersion, students will meet with the same eMentor instructor once a week for a two-hour session over two weeks. Post-immersion sessions will focus on reintegration and the student’s course presentation. Instructors will assign and grade homework (approximately one hour per session). The course will conclude with an online student presentation.

3.2.2.1. The eMersion instructor will assess each student’s proficiency on the eMentor 20-point scale based on observations during the first six hours of the course.

3.2.2.2. Prior to the first eMersion online session, the Client will facilitate contact between the eMentor contractor and the immersion instructor at the language school via an e-mail introduction. Prior to each student’s arrival at the immersion site, the eMentor contractor will communicate by phone and/or e-mail with administrators from the language school regarding each student’s proficiency level. (The intent of the communication is to ensure a seamless handoff between the eMersion instructor and overseas immersion school instructors with the goal of placing each student at the appropriate proficiency level.)

3.2.2.3. The eMentor contractor WILL NOT be responsible for planning, conducting or overseeing any aspect of the overseas immersion.

3.2.3. Advanced courses are designed to meet the learning needs of Airmen who meet or exceed the ILR level 3. Classes are typically held twice a week for two hours a session, over the course of three weeks, for a total of 12 hours. The Advanced course assesses the degree to which students are truly enabled in all four modalities. Scholars practice their language skills in an authentic environment, discussing various topics of AF interest and relevance to the Airman. Instructors provide feedback throughout the course to help students identify approaches for further self-study and enhancement.

3.2.4 Special Project Courses are guided independent-study courses on topics of Air Force interest that culminates in a final presentation. Special Project courses provide Airmen (ILR 3 or higher) a self-directed learning environment where they can use their target language skills to engage in high-level learning of their own interests. Courses are designed to cultivate the competencies in applying complex intellectual skills using the target language, deepen the knowledge about a particular field, and improve linguistic proficiency beyond ILR 3. The contractor will establish a location in the Virtual school or other suitable online location, accessible to the Client, for download of materials. Materials will include the final Special Project presentation and an abstract of the presentation in accordance with the Client’s prescribed format. Live streaming of final presentations will be made available to Client staff for viewing upon request.

3.2.5. Each course will be labeled by ten characters consisting of a two-digit diagraph code for the language, two-digit fiscal year date, four digit course level and sequential class number, and module number (M1 or M2). The language level is the number after the dash. For example, course FR19-0501M2 is a French language course, scheduled for FY19, level 05, sequence number 01, module 2.

Figure 3.2.5. eMentor Courses, Hours, and Levels

3.3. Languages. The contractor will provide language instruction and assessment in the skills of speaking, listening, reading, and writing for all languages specified by the Client. Airmen’s “Selected” languages are determined at the time of LEAP selection, based on AF language designated positions and guided by the AF Strategic Language List. Each LEAP scholar may be assigned additional cross-training or “Training” languages.

3.3.1. The contractor shall provide instruction for any and all languages listed in Appendix 2. (See designations of High, Medium, and Low which reflect volume of AF requirements and prevalence of LEAP scholars selected in each language.)

3.3.2. On Day One of contract PoP start, the contractor is responsible for beginning the scheduling process for students available to take courses in the “Top 20” most frequently scheduled languages: Spanish, French, Chinese (Mandarin and Cantonese), Russian, Korean, Japanese, German, Arabic + dialects, Portuguese (Brazilian and European), Tagalog, Swahili, Italian, Thai, Ukrainian, Vietnamese, Turkish, Serbo-Croatian, Urdu, Hindi, and Persian-Farsi. The contractor will schedule students whose availability data has been provided by the Client (see PWS paragraphs 5.2.2. and 5.2.3).

3.3.3. Within 90 days of contract PoP start date, the contractor is responsible for beginning the scheduling process for students available to take courses in all remaining languages (other than the “Top 20”) listed in the contract. The contractor will schedule students whose availability data has been provided by the Client (see PWS paragraphs 5.2.2. and 5.2.3). Furthermore, in order to meet emerging requirements, the contractor will establish courses for other languages not specifically mentioned in the contract within 90 days of notification by the Client.

3.4. Instructor Qualifications and Responsibilities. The contractor shall recruit a cadre of instructors to serve as “eMentors.”

3.4.1. eMentors must possess language skills in the target language(s) equivalent to an ILR Advanced Professional Proficiency or an American Council for the Teaching of Foreign Languages (ACTFL) proficiency assessment of “Superior” in speaking and writing for each language and dialect they will instruct. eMentors may be a dual-national who is a native of a region where the language is commonly utilized and/or a language instructor who is well-versed in the respective cultures and customs. The eMentor shall hold a bachelor’s level degree in the teaching of languages and/or social sciences such as History, Political Science, International Relations, Anthropology, Archeology, and Cultural Geography and/or possess a minimum of 5 years of embedded experiences in the relevant culture(s).

3.4.1.1. eMentors will be capable of conducting instruction and assessing proficiency levels from ILR skill level 0 through ILR skill level 3+.

3.4.1.2. eMentors who do not fully meet these qualifications will only be considered by exception and the contractor must seek approval of the Client and provide full justification for the selection.

3.4.2. Evaluation. The contractor may use any standard testing methods for evaluating eMentors that are based on the ILR skill-levels.

3.4.3. eMentors shall be well-trained and certified by the contractor to:

3.4.3.1. Administer the eMentor curricula (syllabi and lesson plans) provided by the Client.

3.4.3.2. Develop or tailor instructional materials for use in support of the eMentor curricula.

3.4.3.3. Fully utilize all features of the LMS to manage the virtual classroom environment. This will include system and peripherals setup and optimization, sharing and producing images, and sharing and producing Microsoft Office files, audio files, audio-video files, websites, PDFs, and other training support materials.

3.4.3.4. Instruct and explain the cultural, technical and military concepts, vocabulary, and terms required of eMentor curriculum. This will include concepts such as rank structure, the country and region’s military systems, and information on how the country and region’s militaries and government relate to and engage with the United States.

3.4.3.5. Integrate discussions on current geo-political events that apply to established eMentor curricula.

3.4.3.6. Tailor discussion to the careers and professional interests of the Airman. (For example, students who serve in the AF medical community will benefit when the eMentor integrates medically-related vocabulary into discussions.) This is particularly relevant to those students whose proficiency is at the 2 ILR level and above.

3.4.3.7. Provide one-on-one feedback.

3.4.3.8. Homework is a key component of each course. Instructors are expected to assign homework for each session that requires a reasonable amount of work, approximating thirty minutes per session. Instructors will grade and provide written and oral feedback on homework and exams.

3.4.3.9. Provide timely and accurate update of student attendance.

3.4.3.10. Utilize the LMS, to include reacting quickly when technological issues or failures affect the Virtual Classroom and notifying the Helpdesk to help resolve issues with the least amount of downtime.

3.4.3.11. Using a Client-provided rubric, measure subtle differences in speaking, listening, reading, and writing competencies among ILR levels 0+ thru 3+.

3.4.3.12. Conduct assessments in all four modalities (speaking, listening, reading and writing) using the eMentor Assessment Rubric (Appendix 3).

3.4.4. Instructor Roster. On a quarterly basis, the contractor will provide the Client an updated roster of instructor information to include each eMentor’s title, first name, last name, eMentor certification date, and personal e-mail contact information. (CDRL A001) Upon the Client’s request, the contractor will provide additional information on an instructor’s qualifications (undergraduate and graduate studies, years of teaching and locations).

3.4.5. eMentor Development. The contractor shall ensure eMentors are developed in the domains of language, instruction, teaching technology, assessment development, and language learning strategies.

3.4.6. Internet Access. Each eMentor must possess a desktop or laptop that meets the technical requirements necessary to run the LMS. These desktops or laptops will not be furnished by the Client.

4. Virtual School

4.1. Functionality. The Virtual School will be a contractor created and maintained web-based LMS. The contractor will ensure students have 24/7 access to the Virtual School for the purpose of downloading course material and uploading homework. The contractor may schedule class sessions round-the-clock, every day of the year, including weekends, with the exception of Federal holidays, the four-day Thanksgiving weekend, and the two full weeks encompassing Christmas Day and New Year’s Day. Only when both student and eMentor are willing and able, may they attend classes during those holidays. Functionality will include:

4.1.2. Synchronous delivery of language training to Airmen with sufficient bandwidth at any location equipped with wired or wireless internet connections, including non-Department of Defense (DoD) commercial networks. The contractor will not be required to deliver the LMS on NonSecure Internet Protocol Router (NIPR) connections. The Virtual School technology will provide simultaneous real time audio and video of eMentors, students, and course material with little-to-no lag time, delay or connection failure while accessing the virtual classroom and during class time. For those Airmen in locations with less than optimal bandwidth or connectivity, the contractor shall provide a “scaled back” option that will allow them to take part in classes while not hindering instruction for the rest of the students in the course. This may include turning off video or providing alternate means for a student to access materials. (SS 01 and SS 02)

4.1.3. Web interface is Operating System (OS) and hardware agnostic, accessible to any one of a wide variety of internet-enabled devices, to include Personal Computer (PC), mobile, iOS and Android devices and peripherals (SS 03).

4.1.4. Virtual Homeroom with a document repository (syllabi, lesson plans, homework assignments or projects, assessments), course schedule, announcements, homework assignments, attendance tracking, student and eMentor contact information (with protections of the Privacy Act of 1974), and the ability to access the Virtual Classroom. The document repository will be available to active LEAP scholars/eMentor students for future reference after course completion.

4.1.5. Resource Library that allows for student and eMentor document search, upload, viewing and downloading of course materials by all participants regardless of course level. This will include presentations, articles, and links to outside language resources. The contractor shall be responsible for ensuring all stored materials are within copyright laws and parameters.

4.1.6. Plan to train the eMentor instructors, program managers, Client staff, and students on the technology.

4.1.7. Development of slides and activities in the target language for each lesson in support of Client-provided syllabi and lesson plans.

4.2. Technical Requirements. The Virtual School should provide a fully collaborative environment that meets the following technical requirements and is easy and simple to access and navigate:

Figure 4.2. Technical Requirements

a. Application that is easy to install, easy to use

b. Compatible with Windows and Apple systems (within past seven years to present) with 4gb or more of RAM.

c. Optimized for standard, residential broadband wired or wireless Internet connections (4.0 Mbps downstream bandwidth or better and 512Kbps upstream bandwidth or better recommended)

d. Multi-point video/audio for 6 or more concurrent participants per session per class

e. Simple and quick site access and navigation … “One-click” allows students to access their current class without having to navigate through a series of drop-down menus

f. Instructional interface that is adaptable to lower-bandwidth constraints, such as variable quality video and options to turn features on and off for students who have lower-bandwidth connections.

g. Provides ability for students to log in five minutes prior to course start

h. Supports any standard USB or built-in camera and wired headset with boom microphone

i. Supports High-Definition Video, PowerPoint, Word, Excel, and PDF document sharing

j. Fully collaborative whiteboard with on screen annotation

k. Supports international fonts and keyboard inputs for all LEAP languages (e.g. Chinese characters)

l. Shared audio and video with ability for students/eMentor to speak while shared media is playing

m. Shared web browser with ability to do live annotations on screen

n. Shared web browser with ability to share embedded audio and video

o. Live annotation with any standard application, web browser or whiteboard

p. Chat support

q. Can support creation of more than 150 separate virtual classroom cohorts at contract start with the ability to expand as necessary.

r. Student data tab that displays course hours, hours attended, attendance rate, graded homework and exams, and final course scores.

4.2.1. Network Availability. The contractor shall provide a network that meets or exceeds the 99.9% uptime. The network should have a minimum of 100 Mbps dedicated internet access bandwidth to support all courses with redundancy and have redundant power sources to allow continued service through power outages. The network shall be available and supported 24/7, and shall be actively monitored to ensure uptime for courses worldwide.

4.2.2. System Updates. The contractor shall continuously update and upgrade the Virtual School as technology evolves and improves. The contractor will ensure that as updated hardware and software becomes available to students they are able to access the Virtual School with the new technology.

4.3. Helpdesk Support. The contractor shall actively monitor and support every class that runs, regardless of when the class takes place. This will be achieved with a helpdesk staff that provides technical support to the virtual school. One or more members of the helpdesk team will be on call whenever classes are in session (thirty minutes prior and throughout the class session). Peak times (highest volume) will be 1800 thru 2300 Eastern Standard Time. Within three minutes’ notification of any technical issue during class that the eMentor instructor cannot immediately resolve, a technical support representative will remotely access the classroom to address the system, hardware, and/or software problems or failures. The contractor will ensure the helpdesk team receives whatever training is necessary to properly operate the virtual school. Students who have questions or require technical support outside of class will utilize chat support or e-mail the helpdesk. Within 24 hours, the contractor will respond and provide a solution or anticipated resolution date. (SS 04)

5. eMentor Student and Course Management

5.1. Systems. The Client uses the LEADeR system to manage LREC education and training. This system provides Client staff the individual records management, dashboards, reports, and direct student interface required to oversee hundreds of courses per year. The Client will not provide the contractor with LEADeR access. The contractor will utilize their own system to organize student data for a weekly spreadsheet transfer to the Client.

5.2. Management. The contractor will provide student and course management support in accordance with Figure 5.2 and as described in supporting paragraphs below.

Figure 5.2. Course and Student Management Responsibilities

6.1.1.

5.2.1. & 5.2.2.

6.1.1.

Assign students to courses that align with their availability

Group students with other students whose records indicate a similar proficiency level

Coordinate student signature on course SOUs and provide completed SOUs to Client

Accomplish a live system check

Track and provide Client with student attendance, course status, and assessment scores via weekly data file

Notify the Client of student behavioral issues

5.2.1. Course Selection. The Client will invite Airmen to volunteer for courses during registration windows. Interested applicants, in turn, will update LEADeR with their preferred training days of the week, hours, and time zone. The Client will use student record data in LEADeR to prioritize students based on training due dates.

5.2.2. Scheduling. For Traditional, Advanced, and Special Project courses, the Client staff will provide the contractor with Priority students’ availability dates, times, and time zones to begin the scheduling process. The contractor may schedule students for any hours and dates for which students are available; however, the contractor is discouraged from scheduling students for back-to-back days of the week, e.g. Monday and Tuesday. For eMersion courses, the Client will select and schedule LEAP scholars for their immersion dates in LEADeR. The Client will notify the contractor of selected students/eMersion locations as early as 120 and not later than 90 days prior to the student’s projected arrival at their immersion location. In an effort to enhance the peer-to-peer academic experience, institute a travel “buddy system,” and meet student throughput requirements described in Section 8, the Client will schedule students in groups of two-to-five. The eMentor contractor will match eMersion instructors with dates that correspond with students’ availability – four weeks prior to the immersion and two weeks following the immersion as described in Section 3.2.

5.2.3. Registration. The Client will provide the contractor data on approved students to begin the scheduling process. Within 45 days of receiving this data from the Client, the contractor will place students in courses, with definitive start and stop dates, based on their availability, language and language level as per past eMentor, DLPT and/or OPI scores.

5.2.4. Grouping. In an effort to enhance the peer-to-peer academic experience and in order meet student throughput requirements described in Section 8, the contractor will be required to employ a student grouping strategy: 50% of students a year in one-on-one courses, 30% of students a year in two-person courses, 15% of students a year in three-person courses, and 5% of students a year in four-person courses. The contractor may deviate from these course breakout targets, after consulting with the Client, as long as student throughput requirements described in Section 8 are met and at no additional cost to the government. Figure 5.2.4 illustrates a notional example of how efficiencies are achieved through this grouping model. Students (S) are divided into one-on-one, two-student, three-student, and four-student Courses (C).

Figure 5.2.4. Notional Student Grouping

In order to effectively group students, the contractor must employ their own scheduling algorithm that provides optimal grouping and scheduling options after considering all variables within a student’s data record such as Language, ILR Level, availability (days of the week, time of the day, and time zone), course type, and a student’s previous academic record as well as instructors’ availability and competency.

5.2.5. Communication with Client. The contractor will use e-mail to communicate with the Client and staff. Typical correspondence with the Client will include updates on the resolution of customer complaints, students’ special scheduling requests, and contractor concerns with student performance and/or behavior.

5.2.6. Communication with Students. The contractor may use phone, e-mail, and Short Message Service (SMS) text messaging to communicate with students who have been Client-approved for specific courses and/or tutoring sessions. Generally, the contractor will not contact Airmen unless the Client has selected them for registration in a course. The contractor shall not contact students unless they are approved for course enrollment during the current term. The contractor will develop templates for routine correspondence with students. Templates are subject to approval by the Client.

5.2.6.1. Registration E-Mail and Student Expectations. The contractor’s initial registration e-mail to students will include information on the course (language, level, start date, end day, days, times, etc). As an e-mail attachment, the contractor will provide the Client’s approved Statement of Understanding (SOU). All Airmen approved to take an eMentor course will be required to sign an SOU. The purpose of the SOU is to document each student’s understanding of program expectations and requirements. By signing the SOU, Airmen agree to commit AF funds to the course, attend a minimum of 80% of the total classes. Students who fail to demonstrate a reasonable degree of effort on any homework assignment will not receive credit for the associated class session. To drop the course, Airmen must submit a memorandum for record in accordance with the standard Client format and courtesy copy their commander. The contractor will allow Airmen five business days to complete the SOU. Incomplete SOUs will result in course cancelation. The contractor will provide a copy of each SOU to the Client within five days of receipt from student (CDRL A006)

5.2.6.2. System Check. The contractor will provide a live or video orientation on how to navigate the Virtual School and live check of the participant’s operating system to determine if it is sufficient for the needs of a course (ensure system operability and assess any potential technical hinderances). The contractor will provide this check no later than three calendar days prior to course start.

5.2.6.3. Scheduling Issues. The contractor will work directly with students who have been approved for courses to process, coordinate, respond, and resolve dynamic scheduling conflicts based on the direction of the Client.

5.2.7. Schedule Types. The contractor will employ two methods of course scheduling: Standard and Flex:

5.2.7.1. Standard. The Client will allow the contractor to place 85% (+/- 5%) of students in a set standard schedule. Classes take place the same days and times for two hours, twice a week. The use of standard schedules increases the likelihood of course grouping, allowing more Airmen to interact with other eMentor students and achieve program efficiencies.

5.2.7.2. Flex. The Client will allow the contractor to place 15% (+/- 5%) of students in a flex schedule. Flex schedules match students one-on-one with instructors who can accommodate irregular work such as flying schedules. Airmen requesting flex classes must provide a description of how their schedule may change week-to-week or month-to-month and agree to inform the contractor of any changes to their work schedule at least 24 hours prior to a scheduled class. The contractor will provide an efficient means by which students can sign up for weekly classes, based on days and times of instructor availability. Flex classes are not meant for students to have “classes on demand,” and attendance requirements must be met.

5.3. Course Execution. eMentors are responsible for governing the conduct of their courses in accordance with Client guidelines.

5.3.1. Attendance. The eMentor will track student attendance. Students are highly encouraged to attend 100% of classes. Minimum attendance requirement is 80% of class sessions. The contractor will track attendance and notify the Client whenever a student fails to attend the first week of the course and whenever the student misses two consecutive classes.

5.3.3. Student Status. The Client and contractor will track students by six statuses – Scheduled, Current, Complete, Incomplete, Cancelled, and Dropped.

5.3.3.1. Scheduled signifies the student has signed an SOU.

5.3.3.2. Current signifies the present day falls on or between the course start and end dates (and course grades have not been released).

5.3.3.3. Complete signifies the end date has passed and course grades have been released.

5.3.3.4. Incomplete signifies the end date has passed and student has failed to complete the minimum required class hours.

5.3.3.5. Cancelled signifies the student was moved to another course or the course was cancelled without penalty to the student or Client. For example, within the first four hours of a course, if the eMentor determines that a student has not been placed at the correct ILR level, the instructor will make a recommendation to move the student. The contractor will contact the Client for permission if the change will incur additional course hours.

5.3.3.6. Dropped signifies all parties have agreed to remove the student from the course. Airmen who wish to drop their course will be directed to contact the Client.

5.3.4. Standard Schedule Changes. Typically, the days and times for standard schedules will not change. However, if the instructor agrees to a student’s proposed change and the student is enrolled in a one-on-one course, the contractor may allow the student to change his or her days and times on a short-term basis. If the student is in a group course and requires change to a one-on-one course based on mission needs, the contractor must coordinate the change with the Client for approval.

5.3.5. Behavioral Issues. eMentors will notify the Client, through the contractor, of student behavioral issues, (i.e. unprofessional language, excessive tardiness, lack of attention in class, or lack of dedication to the program).

5.3.6. Substitute Instructor. If an eMentor instructor is unable to attend a session, a substitute will teach the class. In the rare instance that no substitute is available, the class session will be canceled and students will receive credit for attendance.

5.3.7. Recording. eMentor classes will be recorded for student training and contractor quality assurance purposes.

5.3.8. Student Assessment. For Traditional, Advanced, and Special Project courses, the contractor will provide assessment scores via weekly data exchange within 14 calendar days of course completion. For eMersion courses, Instructors will record and provide to the Client the first set of scores within 5 calendar days of the third online session. Instructors will record and provide to the Client the second set (post-immersion scores) within 14 calendar days of course completion. The contractor will provide assessment scores via the weekly data exchange (CDRL A002).

5.3.9. Student Feedback. The Client will manage and provide student feedback via an end-of-course survey to the contractor, typically on a quarterly basis.

6. Data and Reports.

6.1. Data Management. The contractor will use their own system for recording student data necessary for facilitating eMentor courses. In preparation for the weekly data transfer, the contractor will abide by Client interface requirements, a set of expected values in predefined formats with clearly defined methods and defined schedules for those transfers.

6.1.1. Data provided by the Client to the contractor will include but is not limited to: student identification number, rank, first name, last name, personal cell phone numbers, work and personal e-mail numbers, selected (primary training) language, other training languages, DLPT and/or OPI scores, past eMentor assessment scores, time zone, and date(s) / time(s) course availability. The Client will provide data via an initial batch file after contract start and weekly files as additional courses are required.

6.1.2. The contractor shall track each class start and stop times, student attendance, and any downtime during class (as well as causes and actions taken). This includes contacting students who fail to appear in class at the appropriate start time and recording all classes for quality assurance purposes.

6.1.3. The contractor will provide a weekly data file that complies with a Client interface requirements guide (Appendix 6). The interface requirements guide will include a class numbering system that details the year, the language, the level, type, and any other necessary details of a particular course. (CDRL A004)

6.1.4. The contractor will ensure all Personally Identifying Information (PII) is securely stored in the LMS IAW Privacy Act of 1974 (5 U.S.C. 552a). (SS 05)

6.2. Monthly Status Reports (MSRs) are required within ten (10) working days after the end of each month, documenting activity for that month (reporting period). (CDRL A003) This report shall be electronically delivered to the COR and, at a minimum, contain the following information:

a. Contract number, company name, POC, and contact information.

b. Reporting period (first thru last day of the month)

c. Significant events that occurred during the reporting period

d. Any current or anticipated problems

e. Table of courses scheduled during reporting period that displays rank, first, last, course number, course hours, language, and course type.

f. Total courses that began (at least one session held) during the reporting period; total course hours billed during reporting period

g. Total courses billed year-to-date; total hours billed year-to-date; total student throughput year-to-date

h. Billing summary

7. Key Personnel

7.1. The contractor shall identify key personnel in their proposal. Any substitution of key personnel must be of equally qualified individuals as those identified in the contractor’s proposal. Key personnel may not be added nor removed from the contract without written notice to the Contracting Officer. The written notice must be submitted at least 15 days prior to personnel actions. For the purpose of this PWS, key personnel include the Program Lead and the Instructor Development Manager.

7.2. Competencies. The contractor is responsible for providing personnel who are fully qualified to perform the requirements identified in this performance work statement. Contractor personnel should possess appropriate knowledge of and experience in these areas:

a. Extensive global regional expertise.

b. Extensive knowledge of foreign language teaching techniques and instructional systems.

c. Extensive knowledge of learning theory, psychology of learning, educational psychology, and Instructional Product Development.

d. Extensive knowledge of Instructional Design Practices, principles and techniques and curriculum development.

e. Extensive knowledge of standardized web-based interactive course delivery systems.

f. Extensive expertise in instructor facilitation and faculty development.

g. Extensive knowledge of computers in education and training.

h. Knowledge and skill with multimedia methods of design and delivery (e.g., imbedded video instruction).

i. General knowledge of relational databases and database tools such as Oracle database, Java, and reports tools.

j. General knowledge of web technologies such as HTML and XML.

k. General knowledge of and competency with Microsoft Office applications (e.g. Word, Excel, PowerPoint, Access) and Adobe Acrobat Professional.

7.3. In addition to the Program Lead and Instructor Development Manager, the contractor will ensure a qualified Lead Scheduler and Lead Helpdesk Technician meet standards in Figure 7.3.

Figure 7.3. eMentor Positions

- Must have at least three years of experience in foreign language distance learning program management.

- Experience in the teaching of foreign language is highly desired.

- Must have experience in Instructional Design or Instructional Systems Development (ISD) certified

- Three or more years of education and training course scheduling experience is highly desired.

- Three or more years of helpdesk management experience is highly desired

* Key Personnel

8. Student Throughput, Price Structure and Invoicing.

8.1. The Client has determined that an annual base student throughput of 1,050 Airmen, supported by 18,953 course hours per year are required to meet mission needs. In addition, the Client contemplates that supplementary student throughput of up to 280 students, supported by up to 5,320 course hours per year, may be necessary based on emerging Air Force mission requirements. The contract may be modified to add supplementary students at any time after contract award, subject to availability of funds. The Client will provide the contractor 90 days’ notice prior to scheduling hours for supplementary students added to the contract.

8.2. Contract Line Numbers (CLIN).

CLIN 1: “Course Units” will cover eMentor courses at an hourly rate per course hour unit (see Grouping model in Section 5, Figure 5.2.4). The hourly rate must cover instruction of students and all functions necessary to operate the Virtual School as outlined in this Performance Work Statement.

CLIN 2: A “Transition” CLIN for the final year of the PoP will cover the administrative costs for up to four weeks of Phase Out, billed in hourly increments (Appendix 7).

8.3. Billing. Each month, the contractor will bill the Client for courses that began (at least one session held, associated with at least one signed student SOU) during that previous month. Contractor invoices will be validated with data provided in the MSR and data in the LEADeR system. Each month the Contracting Officer Representative (COR) will coordinate with the contractor to resolve any discrepancies between these data sources before invoice approval. Invoices will not be evaluated and processed without a corresponding, properly prepared MSR.

9. General Information.

9.1. Professional/Unprofessional Relationships. Contractors will comply with AETCI 36-2909, Professional and Unprofessional Relationships, and will take immediate action to resolve violations of the prohibition on unprofessional relationships. Specifically, contractors should understand the following:

9.1.1. Unprofessional relationships include relationships involving faculty, staff, trainees, cadets, students, and applicants. Whether pursued on or off duty relationships are unprofessional when they detract from the authority of superiors or result in (or reasonably create that appearance of) favoritism, misuse of office or position, or the abandonment of organizational goals for personal interests.

9.1.2. Unprofessional relationships include relationships between officers; between enlisted members; between officers and enlisted members; between applicants, military personnel, civilian employees or contractor personnel.

9.2. Conflict of Interest. The Contractor shall not employ any person who is an employee of the United States (US) Government if the employment of that person would create a conflict of interest. The Contractor shall not employ any person who is an employee of the Department of the AF, either military or civilian, unless such person seeks and receives approval in accordance with DoD Directive 5500.7, Standards of Conduct, dated 29 November 2007, and AF policy.

9.3. Client Furnished Material. The Client shall provide all LEAP information and all Client-produced or procured curriculum and assessment guidelines. This will include any and all material requiring translation.

9.4. Contractor Furnished Material and Services.